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Satlow’s “Between Faith and Reason”

Posted on by Brooke

Listening to the first of Michael Satlow’s podcasts (“From Israelite to Jew 1: Between Faith and Reason”; hat tip to Doug Mangum), I am considering assigning the podcast to my Introduction to Old Testament students in the early days of this year’s term. Satlow makes a clearer-than-usual appeal for the compatibility of religious faith and the reasoned, critical study of the claims and literature of that faith.

You can find the podcast at the link above, or by searching the iTunes Store for “Satlow.”

Word Cloud: “Daniel Evokes Isaiah”

Posted on by Brooke

It’s over a year and a half since I defended my dissertation. Is it weird, then, that it was still the first thing that popped into my head when I learned about Wordle.net?

(A heads-up on Wordle.net: I find its implementation of Java to be tediously picky: some browsers work, some do not; I used to be able to print from the Applet, not I cannot; bah.)

[Later: also, I am not crazy about their copyright policy: if you upload a cloud to their gallery, then 1) the image belongs to them, not you; 2) you cannot remove it, since they do not verify accounts; 3) they and anyone else are free to use the cloud image, including commercial use. So, you may prefer to print your image to PDF and save it to your own computer instead of saving it to their gallery.]

The dissertation was titled, “Daniel Evokes Isaiah: The Rule of the Nations in Apocalyptic Allusion-Narrative.” My thesis was that allusions to Isaiah in Daniel contribute decisively and uniquely to the latter’s narrative depiction of the rule of the foreign nations over the people Israel. So, without further ado:

DissCloud

Have you used Wordle.net? What do you want to make a word cloud of?

Academic Blogs (Wiki) and Networked Blogs (Facebook)

Posted on by Brooke

A couple of happy discoveries for me this weekend (unlike the Sunday morning discovery that making cornmeal Johnnycakes is a far more tricky affair than The Joy of Cooking lets on). These are the Academic Blogs Wiki, and the Facebook application Networked Blogs.

Academic Blogs Wiki: As you can see on that main page of the Academic Blogs Wiki, the project developed from a small handful of earlier, more limited academic blogrolls. Because it is a wiki, anybody may make additions or edits. (I won’t list here the Biblioblogs already added to the wiki’s several categories: go look for yourself after you are through here.) First, a blog must be listed in a particular category: as you can see, I added Anumma to the Humanities: Religion/Theology list. Doing this is a simple matter: even if you don’t know the correct mark-up language (brackets and spacing and such), you can just copy what everyone else has done. This step includes creating an internal link to the (as yet non-existent) wiki page for that blog. On this page, the names in red type point to non-existent pages, whereas names in blue type point to pages that have been created. So, second and optionally, you may create that internal wiki page. Here is the page I created for Anumma.

It is unfortunate that a single category must be chosen: this is why tagging is more flexible and accurate (YouTube) than heirarchical categories (this blog, for example, could be tagged with Literature, History, and Education). However, each category at the wiki can be supplemented with a section called, “Other Blogs That Talk About…,” for blogs that have a secondary focus on that category. I created such a section to the Education category page and listed Anumma there.

Networked Blogs: This is a Facebook application, meaning that it is a feature only available as part of the Facebook interface. Users who join Networked Blogs can “follow” one another’s blogs: an attractive RSS feed brings recent posts from all followed blogs to a single page. As with Twitter, “following” in Networked Blogs is asymmetrical: the bloggers I follow won’t necessarily be the bloggers who follow me. On a search page, you can find blogs that suit your interest, for example with such keywords as “Hebrew,” “Bible,” “Testament,” and so on.

The instructions for setting up Networked Blogs are not as clear as they might be, and are spread out over a few too many links. There are optional elements (like having Networked Blogs in a box on your Profile or Boxes pages) that I at first confused with the main setting-up process (“Add a Blog”). Get a cup of tea and plan to give the process your attention, and it will come together.

Some of the Networked Blogs I have added to my feed are Doug’s Biblia Hebraica, Art’s finitum non capax infiniti, Adam’s משלי אדם, Tyler’s Codex: Biblical Studies, Philip’s Narrative and Ontology, and Stephen’s Biblische Ausbildung. (I also added some non-biblical academic blogs about which I will post another time.) This means I have some overlap, because I am already subscribing to some of these at NetVibes. I will be interested to see how I end up adapting my reading habits to this new option.

You do not have to have a blog to subscribe to blogs using Networked Blogs on Facebook.

Are you already on the Academic Blogs Wiki, or have you used it before? If you are on Facebook, are you already using Networked Blogs? What is your experience of these?

Nominate Posts for June Biblical Studies Carnival

Posted on by Brooke

Remember to nominate posts for the next Biblical Studies Carnival.

Have you saved any bookmarks this month at Delicious or Diigo, in your browser Bookmarks, or in a clippings folder? Been moved to comment somewhere? If a June post anywhere has gotten you thinking, then nominate it for the carnival so others can get down on it as well.

Instructions for submitting posts are at Tyler’s site. Here is the most recent carnival so you can see what one looks like.

Follow-up: Milestone Women in Biblical Studies

Posted on by Brooke

A short while back, I asked who you would include in a list of Hebrew Bible/Old Testament scholars who are women. In most cases, readers’ comments concerned the scholar’s landmark contributions to the field. In some cases, a choice was rooted more in the personal experience that a reader has had of a colleague, mentor, or teacher.

I began to annotate the list, but that not only got out of hand (=showed my ignorance), it also became all too controlling and editorial. So instead, I offer one link per figure: a faculty page or Wikipedia where possible, an Amazon or similar page where necessary: whatever is ready to hand that offers some starting information.

(Why do schools’ web sites hide their faculty pages so cleverly? Why do so many faculty lack a web page altogether, being relegated instead to cluttered, pointless, hyperlink-less lists? Why do so many academic sites bubble with enthusiasm for events that are “coming up” in 2006?)

Anyway: If you are aware of a better link for any of these folks, speak up in a comment and I’ll make additions.


Thank you all for your input. Don’t be shy about adding others in the comments, and let me know if I can improve the list with better links.

Dealing with DeWette: Evaluating Bias and Evidence in Biblical Studies

Posted on by Brooke

You know what my favorite thing is about blogs? Comments. By which I mean, “commenters.” A comment thread is sometimes no more than a string of unconnected exclamations or diatribes, but at best, the comments to a blog post take a genuinely interactive course and add some serious value to even the best of posts. When authors devote the same kind of care to their comments as they would to their own blog posts, sure, they add value to their own name, or “brand,” since they often (but not always) are linked to their own blogs or profiles. But more, they add value to the posts to which they comment, unpaid and (outside of the small circles who do this “web” “log” thing), unacknowledged.

I woke up this morning to belatedly discover a short exchange on DeWette, a biblical source critic who preceded the better-known Julius Wellhausen. Kevin Edgecomb finds himself rightly appalled at the anti-Judaic biases that have animated Protestant biblical scholarship, especially early source criticism. Briefly, his commenters judge that, while Kevin is correct in discerning bias, he has not made his case that a) DeWette’s source-critical conclusions lack evidentiary support, and that b) later biblical scholars have uncritically preserved DeWette’s (or Wellhausen’s) conclusions and ignored the anti-Judaic biases with which those scholars approached the biblical evidence. Doug Mangum has posted a response and a follow-up.

On the one hand, Kevin is doing exactly what he should be doing: reading the early source critics with a hermeneutic of suspicion (self-link). How do their arguments and conclusions reflect their anti-Judaic (and for that matter, anti-Roman Catholic, anti-ritual) biases? How does the rhetoric of their arguments and conclusions seek to reproduce those biases in the reader? Terribly important questions, these.

On the other hand, I’d argue that Kevin’s initial post dismisses DeWette’s conclusions without addressing his use of evidence and line of reasoning. Doug brought up the “intentional fallacy,” and I would further specify the fallacy of “poisoning the well”: the fallacious idea is that, once DeWette has been brought into (deserved or undeserved) ill repute, we can just assume that his arguments are inconsequential. Finally, Kevin makes the rather sweeping claim that later biblical source criticism has willfully ignored the plain biases in the work of its predecessors. In other words, he argues that while he reads DeWette with a hermeneutic of suspicion, biblical scholars on the whole (who agree with DeWette on dating the core of Deuteronomy to the 7th century) have not done so.

I call attention to the comments to these three posts, because they represent the kind of conversation typical of strong scholars concerning this procedural issue. How do we acknowledge the biases of our forebears (once recognized as such) while still engaging in our continuing work their use of evidence and their lines of reasoning?

It is essential that we model “best practices” in this regard, because our own students and their students will learn from our example and read us accordingly when our own biases, invisible to us, come to be recognized. On the matter of bias and evidence, as on any matter, as we comment, in such a mode can we look forward to being commented on.

Divine English Pictographs Unveiled!

Posted on by Brooke

This post will change your life, and change the way you look at everything and everyone around you. But it will be easy! So chillax and read.

This morning, I had a cup of coffee, pet the dog, and chatted with my wife. If you properly want to understand these figures in my life, you have to attend to the pictographs from which these words derive.

The c in coffee is derived from the Semitic alphabetic character gimel. Now, the gimel is a pictograph of a throwing stick. The o comes from Semitic ayin, which represents an eye. The f is derived from the waw, a hook or a nail. Finally, the e comes from Semitic he, whose pictograph represents some dude waving his arms (“hey!”). Put them together, and you see that “coffee” means “better than a stick in the eye, on which I am totally hooked, and which makes me say Hey, Hey!”

I pause for you to collect yourself.

As for my dog: The d comes from dalet, which represents a door (or a fish, but anyone can see that my dog is not a fish, even though Hebrew dag means “fish”; stay with me here). Then there’s that o from ayin (eye) again. And g, like c, comes from gimel (stick). That is, my dog keeps an eye on the door, for which service I throw him a stick.

Finally, my wife: The i is from Semitic yod (hand, or forearm). Both the w and the f come from that waw (nail, or hook, but my wife is not a hooker, so nail, please). Recall that the e is from he (hey!). So, my wife is the one with two nails in the forearm ZOMG!! MY WIFE IS JESUS!! Which totally makes me say, “Hey!”

It should be clear to you by now that an understanding of the deeper meaning of our English characters opens a window on the plans that God has for our relationships with one another and with our coffee. And that…

What? You say that language ≠ script, that the former precedes the latter, and that no speakers of English ever sat around and said, “So what shall we call this stuff over here? I don’t know, but it’s like a stick in the eye so let’s be sure to use c and o?”

I guess somebody should tell that to all those frauds who teach Hebrew like this guy does (“It’s easy! And happens to support the patriarchy!”):

http://www.youtube.com/watch?v=gnJgJsFqI2I

Only Two Days to Catch Up on NBC’s “Kings”

Posted on by Brooke

I had posted before about the NBC show, “Kings.” (It is a television series based on the rise of David in Saul’s court, set in a world culturally and technologically similar to our present day.) That first link shows my previous post on the show, and the second links to its Hulu page.

The show was suspended mid-season, and has definitely been cancelled. However, the remaining episodes are to be available on Hulu beginning June 14.

An important point: Hulu only keeps a handful of episodes available at a time: it will drop the pilot episode when it posts Episode 6. So, you have only a couple of days to watch the two-hour premiere if you haven’t already (“Goliath,” parts one and two).

[Later: Robin Abrahams makes me aware that you can also catch full episodes on NBC’s site until September 20. Thanks, Robin!]

If you love biblical studies, especially Hebrew Bible/Old Testament, you owe it to yourself to give the show a look. If you complain (and who does not?) about the lack of thoughtful Bible stuff on the teevee, then it is actually mandatory that you take a look. Whether you end up liking it or not, I can guarantee that the show is not simplistic in its reading or interpretation of the story of David or in its theology.

Have any of you already seen the available five episodes? What are your reactions?

You Know What’s Hard?

Posted on by Brooke

Re-entering the social web after four wonderful days hiking the Superior Hiking Trail. Not that I’m not excited to be back in the conversations. It’s just that there’s also the pack to unpack, the laundry to do, the family to love up, and suchlike mundania. Oh, yes, and my work.

Social web-wise, I have found time to:

  • Begin catching up on all of your own posts from this last week. Some of y’all Bible bloggers have been even more productive than usual, but I am getting there.

  • Discover how to add a tab to my Facebook profile featuring the “Social RSS” application. Now, on that tab I have posted feeds to this blog’s entries and comments, and also to my Tweets.

  • Begin to learn something about Yahoo Pipes, which is going to help me to get my students blogging and aggregate their course-related posts (and only those posts) to a shared NetVibes feed. More on this when I get it going.


Good to see you, and glad to be back.

While I’m AFK…

Posted on by Brooke

…could you all please stop by and turn the lights on and off from time to time, and maybe pick up the paper off the stoop?

I’ll resume blogging after June 9, less than a week away. In the meantime:

  • The Big 42 isn’t going anywhere, so take your time and enjoy it. I mean, Theophyle’s contributions alone could keep you happily occupied all weekend.

  • If you’re still looking for Big Hebrew Bible Internet Fun, scan through my “Hebrew Bible” or “Hebrew Language” aggregate search pages at NetVibes: throw a dart at the screen and read whatever it lands on.

  • The next Teaching Carnival is due June 8. If you want to stay abreast of Teaching Carnivals, follow the carnival on Twitter.


Have fun! See you next week.

Bible Woo and Easy Answers to Complicated Problems

Posted on by Brooke

Bryan Bibb writes today about religious hucksters in the business of getting rich on false promises. There, he compares the marketing of false hopes by religious television with the woo-hawking infomercials run by the same stations. I encourage you to read the whole piece. Here, I just touch briefly on one element noted by Bryan—the promise to solve all or most problems with a single easy solution—and relate it to best practices in biblical studies.

Bryan writes of those who send their money off to the innumerable heirs of Jim Bakker:

They might take a chance on a $25 book, or a $100 donation, or a $500 conference session if they think it will fix what is wrong (without them having to actually do anything about it, if there is anything indeed that can be done).

Dupes send their money to a televangelist in exactly the same way that they send it to a purveyor of quack nostrums, in the same hope of a quick cure-all that will fix what is wrong. The RationalWiki identifies this false promise as one defining characteristic of pseudoscientific woo:
A simple idea that purports to be the one answer to many diseases or problems.

In my developing ideas about “Bible woo,” I am thinking about analogous “quick and easy cure-alls” in the reading of the Bible. A major breeding ground of Bible woo is the reader’s perception of a problem in the text: not in the value-neutral sense of “some odd data that call for explanation,” but rather in the value-laden sense of “some apparent feature that can’t and shouldn’t be there, whose logical explanation is intolerable to me, and that therefore must me explained away.” A ready example is the clear evidence of multiple sources in what are traditionally called the “five books of Moses.” In this context of biblical studies, a part of Bryan’s words above leap out to me:
…if there is anything indeed that can be done…

An axiom of critical inquiry is that data are good: you follow them, and they lead to you unpredictable places that you couldn’t have found unassisted. If the logical explanations of textual data lead you to an understanding of events that makes you uncomfortable, well, nothing to be done: there you are.

The woo-meister crouches in the doorway of that uncomfortable place, promising glib solutions to these and all other uncomfortable facts of life, for a reasonable price, whether a few dollars out of one’ purse or pocket, or only a few tolerable compromises in one’s God-given human capacity to reason.

A Little Help: Milestone Women in Biblical Studies

Posted on by Brooke

What women would you include in a list of major figures in the study of the Hebrew Bible/Old Testament? In particular, who are among the movers and shakers: critical scholars whose work must be taken into consideration by anyone approaching their subject matter?

I invite you to be as subjective and idiosyncratic as you like in your proposals. Nobody has to defend their choices, though by all means describe your reasons as you like.

I ask because I am drafting up some reading lists to use as a resource for designing some courses and for revising courses I already teach. I don’t want to limit myself to the women scholars toward whom I already habitually gravitate.

For obvious cultural reasons, we tend to tick off the major turning points in biblical studies according to men's names: Wellhausen, Gunkel, Noth, von Rad, Muilenburg. From that point, it has been easier (relatively speaking!) for women’s work to be published and to receive regard. As much as possible, I would like to get names from a broad range of periods and approaches.

Taking the study of Hebrew Bible/Old Testament as a whole—old names and new, from every aspect of critical biblical study—what women would you include in a list provisionally titled, “Women biblical scholars with whose work you really must be in conversation, if I am to take seriously your treatment of texts”?

Carnivalia: Coming Up, and Around the Bend

Posted on by Brooke

Time is almost up to suggest entries for the May 2009 Biblical Studies Carnival, to be hosted at Ketuvim. See the carnival’s home page to learn how to submit an entry; additional options for submissions by the host himself.

The most recent Teaching Carnival, at Bethany Nowviskie, is already eleven days old. The roughly semiweekly Teaching Carnival involves blogs about higher education (there are other carnivals for K–6 or K–12). I have read the Teaching Carnivals for a couple of years now, and continue to learn (and laugh) at a rate of about a ton per carnival.

Jargon, Phlebotinum, Bad Explanations, and Bible Woo

Posted on by Brooke

Professional jargon gets a bad rap, but it is a useful and indispensable tool: jargon is precise speech that allows experts to speak efficiently with one another. Technical terms have the virtue of being able to mean more narrowly, in fewer words, than does the usual language.

Like any tool, jargon can be misused. Both Ben Goldacre (Bad Science) and Mark Liberman (Language Log) have called attention to a recent study (Weisburg et al, PDF)* showing that bad explanations about human behavior are made more convincing if you sprinkle them with jargon from the field of neuroscience. This can undoubtedly be generalized: bad explanations about anything can seem more convincing, especially to the non-specialist, if served up with a helping of techno-babble.

I want to touch on two categories of misuse: the accidental misuse of jargon in teaching and learning, and the intentional misuse of jargon in pseudo-scholarship. Toward that end, I propose to slightly extend the usual use of a favorite word: phlebotinum.

Phlebotinum” (sometimes “phlebotnum,” rarely “flebotinum”) was coined by David Greenwalt, screenwriter for Joss Whedon’s Buffy the Vampire Slayer and Angel. It refers to any magical/mystical force or item that exists to further create the show’s narrative world or advance its plot. (Compare to the better-known term, “McGuffin.”) As phlebotinum, an item is intrinsically meaningless: it can be the Orb of Zanzum, the Arm of Ragnok, gamma rays…its significance is purely utilitarian. As that last example shows, real-life things can be used as phlebotinum (here, gamma rays in Spider Man The Hulk) if narratively employed in a fictionalizing way. From a writer’s standpoint, phlebotinum is a placeholder: “Tragically, the heroine allowed the (phlebotinum) to touch the (phlebotinum), allowing the (phlebotinum) to escape (phlebotinum) and wreak havoc on the city.”

As has any teacher, I have seen student work reduce the jargon of my field to meaninglessness. “Form critically, the Deuteronomistic Historian is a source, whereas saga is a narrative where God is ideological.” (Example is made up, thank God, but not by much.) Any student can misunderstand a technical term, but this is different. The student is not so much showing a genuine misunderstanding of the terms, as rather desperately plugging in phlebotinum to “move along the plot” of her doomed explanatory narrative. From a teaching perspective, there is some diagnosis to be done here: has the student simply blown off the material until late in the game? Has she been going outside the course material and cramming with bad explanations from irresponsible sources? Or has she been attending diligently to explanations that are accurate enough but for which she has not adequately been prepared?

Finally, there is the intentionally misleading use of technical terms in pseudo-scholarship, or “woo.” Just as the writer of speculative fiction uses phlebotinum to create her narrative universe or advance her plot, just so does the woo-meister use otherwise-sound technical terms in a fictionalizing way in order to mischaracterize the actual universe or advance her lying narrative depiction of the real world. That is, she seeks to dupe the hearer by employing perfectly good jargon as phlebotinum.

This dimension of phlebotinum—the deceptive use of jargon to advance a fictional narrative explanation of real-life phenomena—goes to the heart of what makes woo, woo. I would propose as a working definition of “Bible woo” the following:

Bible woo: any discourse about the Bible that advances its claims using the appearance and trappings of reasoned argument, while systematically avoiding responsibility to the strictures of reasoned argument.

In a later installment, I will address the objection that any speech about the Bible must be woo: a necessary step, since the term “woo” originates in circles that are traditionally antagonistic to religion in general and therefore to the Bible by association.

* That PDF seems to change locations regularly. If you try the link and it’s broken, notify me in a comment to this post and I’ll track it down again.

iTunes U and YouTube-Edu

Posted on by Brooke

Truth is, I am still researching my planned blog entry. So, as a ready placeholder, I offer a couple of resources that many readers will already know, but some will not (and should!).

iTunes U: If you have iTunes (which is free for Mac and Windows), you can go to the iTunes Store and will find there a tab for “iTunes U.” (iTunes U is a component of Apple Mobile Learning.) In iTunes U are found podcasts that come from institutions of higher education: colleges, universities, divinity schools, and so on. You can browse by category, or look at top downloads, or even browse the most frequent providers. Near the bottom of the window, a link offers an introduction for those new to iTunes U.

YouTube/EDU: Use the regular address for YouTube, but add "/edu" to the end of the URL, like so: http://www.youtube.com/edu . As with iTunes U, this yields a portal to YouTube content uploaded by institutions of higher education. You can scroll horizontally through specific institutions, or browse tabs of most-viewed content. Also, there is a search window that is limited to YouTube/EDU. This means that you can do a search, for example, for “Bible,” and get hits from the EDU portal alone (not videos uploaded by every yahoo or charlatan in the world).

Through both of these resources, you may find high-quality lectures and presentations to supplement your teaching.

Have you browsed these resources for Bible fare? What sorts of things have you found there? Feel free to offer links or search terms in the comments here.

[Addendum for Twitterers: there is a hashtag for iTunes U: #iTunesU. There is not at present a hashtag for YouTube/Edu, but a search for YouTube EDU (with space) yields reasonable if imperfect results. I plan to start using a hashtag #iTunes #YouTube/EDU. The “slash” is not recognized in regular word searches, but appears to be recognized as part of a hashtag word.]

Accentual Rhythm in a Modern Hebrew Poem

Posted on by Brooke

John Hobbins wrote up a translation and some commentary on a Hebrew poem by Shimshon Meltzer. When I tried to comment, TypePad declined to accept my data. Presumably, I had too darned many tags in my comment, what with my endless italicizing of stressed syllables. So, I am posting my comment here and linking to it over at John’s.

John, thanks for including the notes on rhythm. The default 4-3 line is like half of a ballad stanza (“There are strange things done in the midnight sun / by the men who moil for gold”). Those first four lines use it consistently to “get things rolling.” The occasional 3-4 lines first create a sense of suspense by failing to deliver the fourth beat in a half-line (your translation preserves this well: “Adam and his wife, sinners—”) then compensate and close with the four-beat finale (“Nahash the deceiver, piercing curse”).

Wonderful that the poet first makes that rhythmic break at the narrative point where the young students (just freshened in their naivete by the exercise: line three) first read for themselves of Adam and Eve’s sin.

It would be fun to experiment in English accentual poetry using this scheme.

Online and Traditional Discussions of Equal Quality, Study Suggests

Posted on by Brooke

Asynchronous collaboration at a distance, such as that common in an online learning environment, can produce results of the same quality as traditional, synchronous, face-to-face collaboration. This is the result of a study published in the Journal of Online Learning and Teaching. (H/T to the Teach Online blog).

The controls on the study look good to me. Additionally, the only negative comments made by the online participants involved the environment’s unfamiliarity. That problem is self-correcting, and (I would add) not limited to online collaboration: plenty of my first-year students are initially unfamiliar with the norms and practices of traditional classroom discussion.

The complete study is legible and worth a look, if only to satisfy yourself about its integrity and the details of the tabulated results.

Why Do They Have To Be All Wrong…

Posted on by Brooke

…For Us To Be Right?

I am teaching adult ed at a community church this weekend. The topic has evolved from “Hebrew poetry” to “things that Hebrew poetry shares with Ugaritic narrative poetry.”

I will be showing them the usual grab-bag of divine epithets and motifs: divine council, mountain of God, cherub throne, cloud-rider, and so on. I am going to teach them enough about the Ugaritic pantheon that they can distinguish between El elements and Baal elements, with some historical notes on how Israelite religion embraces or rejects such shared elements over time.

In order to relate the data to modern pressing theological concerns, I will invite them to reflect on how we reflexively attach theological importance to what is (or is thought to be) uniquely “Israelite.” As the title of G.E. Wright’s The Old Testament Against Its Environment (1950) suggests, Christian biblical scholarship has tended to theologically privilege whatever it thinks is uniquely Israelite, whether that thing is ethical monotheism, or social egalitarianism, or what have you. (Not to dismiss clear counter-currents: consider the title Ancient Israel in Its Near Eastern Context [Yairah Amit et al, 2006.]) Where the “uniquely Israelite” is theologically privileged, any religious elements that Israel shares with its neighbors and that we find unfamiliar or problematic are dismissed as “borrowings” or “accretions” (insofar as Israelite religion is viewed as originally wholly unique), or as “primitive” elements rightly left behind (insofar as Israelite religion is viewed as arising from its ancient Near Eastern context but as evolving toward uniqueness). Conversely, elements we prize in Israelite religion will tend to be denied its ancient Near Eastern neighbors.

This embarrassment about shared religious expression lays bare a very human, but wrong-headed, emotional reflex: a conviction that the overlap between “our” religious system and “theirs” should amount to zero, or put another way, that in order for “us” to be right about some things, “they” must be wrong about all things.

This urge to deny shared convictions can give rise to an arrogant sense that we know other faiths better than they know themselves. So, many Christians will insist that their own good works are responsive to a covenant dependent upon God’s gracious act, yet declare the covenant of the people Israel with God to depend upon works of the law: never mind how the Hebrew Bible or Jews in history have described their experience of covenant. Or, a Christian may hear with suspicion the Muslim claim to revere God as “merciful and gracious” (cf. Exod 34:6-7): they can’t really mean it or understand it, the implication runs, with an appeal to the existence of Islamic terrorists.

My favorite thing about introducing Ugaritic narrative poetry to lay Christians and entering divinity students—aside from its innate beauty and grandeur—is the challenge that it presents to this habit of denying to the “Other” particular religious convictions that we embrace for ourselves.

Do you see the impulse that I describe here as “they must be wrong about all things for us to be right about any things”? Are there areas or episodes in religious or academic life where you see it played out?

[Edit: added hyperlink, because I remembered that this is the internet.]